Date of Award

Spring 5-2024

Document Type


Degree Name

Doctor of Education (EdD)


Division of Education and Counseling

First Advisor

Timothy Glaude

Second Advisor

Bethel Cager

Third Advisor

Jawana Brown Alexander


cyberbullying, bullying, self-efficacy, cyber victimization, online harassment


This qualitative study explored the self-efficacy of middle school teachers as they address cyberbullying in the classroom. A phenomenological research design using a purposive sampling method was used. To understand the teachers’ lived experiences and perspectives on cyberbullying, open-ended semi-structured interviews were conducted with seventh-grade teachers from two parochial schools and three charter schools. Participants completed a demographics questionnaire, which was used to gather additional information regarding the teachers’ background and experience. Seven themes emerged from coding the data collected from the teacher interviews and focus group session: 1) collaboration and communication, 2) professional development and training, 3) support and intervention, 4) self-efficacy and confidence, 5) impact based on feedback, 6) challenges, and 7) coping mechanisms. Results from this study will provide school leaders and policymakers with recommendations and data to help create safer learning environments, which will benefit the entire school community.



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